Importance of emotional intelligence in conceptualizing collegial leadership in education
- Singh, P., Manser, P., Mestry, R.
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
- Full Text:
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
- Full Text:
Fostering effective leadership and management with special reference to rural schools
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
- Full Text:
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
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The influence of principals’ emotional intelligence on their instructional leadership
- Authors: Venter, Dirk Johan
- Date: 2017
- Subjects: School principals - Psychology , Emotional intelligence , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286473 , uj:30998
- Description: Abstract: This study investigated how emotional intelligence relates to instructional leadership as a strategy to enhance the quality of education leadership practice. There is a current need in South Africa to improve education leadership practice in order to improve the quality of education. This study is located in the post positivist paradigm and a quantitative research approach was employed. Two instruments were utilised to collect data, namely, the Emotional Intelligence Appraisal to measure the level of principals’ emotional intelligence and the Principal Instructional Management Rating Scale, to measure principals’ instructional leadership in selected components of instructional leadership. The dimension of instructional leadership that was the focus of this research was ‘Managing the Instructional Programme’ which comprises three components: ‘Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Descriptive statistics were used to obtain a biographical profile of the participants with respect to attributes such as age, ethnicity, gender, qualifications, and experience. These statistics provided an outline of the nature and distribution of participants’ responses to the two data collection instruments. Inferential statistics, more specifically Pearson’s correlation coefficient, was used to determine the relationship between two sets of interval or ratio data. Testing for statistical significance was undertaken. The findings indicated that emotional intelligence was moderately related to the instructional leadership components of Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Age, ethnicity, years of experience and leadership experience were not statistically significantly related to emotional intelligence. However, the findings indicate that gender was moderately related to emotional intelligence because the emotional intelligence score of females compared to males was slightly higher. The research findings further revealed that emotional intelligence was positively related to principals’ instructional leadership performance. It is recommended that emotional intelligence is an area that ought to be considered for the professional development of principals. Emotional intelligence could also be considered by principal selection committees when they draft interview questions. This study draws attention to the concept of emotional intelligence as an... , M.Ed.
- Full Text:
- Authors: Venter, Dirk Johan
- Date: 2017
- Subjects: School principals - Psychology , Emotional intelligence , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286473 , uj:30998
- Description: Abstract: This study investigated how emotional intelligence relates to instructional leadership as a strategy to enhance the quality of education leadership practice. There is a current need in South Africa to improve education leadership practice in order to improve the quality of education. This study is located in the post positivist paradigm and a quantitative research approach was employed. Two instruments were utilised to collect data, namely, the Emotional Intelligence Appraisal to measure the level of principals’ emotional intelligence and the Principal Instructional Management Rating Scale, to measure principals’ instructional leadership in selected components of instructional leadership. The dimension of instructional leadership that was the focus of this research was ‘Managing the Instructional Programme’ which comprises three components: ‘Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Descriptive statistics were used to obtain a biographical profile of the participants with respect to attributes such as age, ethnicity, gender, qualifications, and experience. These statistics provided an outline of the nature and distribution of participants’ responses to the two data collection instruments. Inferential statistics, more specifically Pearson’s correlation coefficient, was used to determine the relationship between two sets of interval or ratio data. Testing for statistical significance was undertaken. The findings indicated that emotional intelligence was moderately related to the instructional leadership components of Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Age, ethnicity, years of experience and leadership experience were not statistically significantly related to emotional intelligence. However, the findings indicate that gender was moderately related to emotional intelligence because the emotional intelligence score of females compared to males was slightly higher. The research findings further revealed that emotional intelligence was positively related to principals’ instructional leadership performance. It is recommended that emotional intelligence is an area that ought to be considered for the professional development of principals. Emotional intelligence could also be considered by principal selection committees when they draft interview questions. This study draws attention to the concept of emotional intelligence as an... , M.Ed.
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Exploring how professional development capacitates SMT's as change agents
- Authors: Diale, Governor
- Date: 2012-08-06
- Subjects: Educational leadership , School management teams , Educational change , Transformation (Education)
- Type: Mini-Dissertation
- Identifier: uj:8930 , http://hdl.handle.net/10210/5402
- Description: M.Ed. , With the dismantling of the apartheid system in 1994, and the emergence of a new, majority government in South Africa, expectations of school leaders changed. They were suddenly expected to show initiative, plan and budget for the future, and act as leaders to improve schools. School leaders were also perplexed because they had not been given sufficient preparation or training to do the new job expected of them. The vital element that underpins this study is how professional development of SMTs enables them as change agents. SMTs play a vital role in the smooth running of schools. Therefore, it is imperative for SMTs to engage in professional development activities so that they can assist educators to deliver good quality education. SMTs interviewed regard professional development as a self initiated step towards honing personal skills and capacitation in accordance with their profession. Most schools are faced with a multiplicity of problems. Therefore, the following workshops/courses were recommended to can benefit SMTs namely, Conflict resolution, Human relations, School Management and Leadership, Labour Relations, Management of finances and resources and Classroom management. Another aspect is lack of parental involvement in the education of their children and this causes frustrations for teachers. The content of workshops needs to be relevant to the teachers' needs. The timing and duration of workshops is also a matter of concern because very often time allocated for workshops is not enough. Participants also raised the issue that there are still principals who are under qualified and this raises issues about their capability to iun schools professionally.
- Full Text:
- Authors: Diale, Governor
- Date: 2012-08-06
- Subjects: Educational leadership , School management teams , Educational change , Transformation (Education)
- Type: Mini-Dissertation
- Identifier: uj:8930 , http://hdl.handle.net/10210/5402
- Description: M.Ed. , With the dismantling of the apartheid system in 1994, and the emergence of a new, majority government in South Africa, expectations of school leaders changed. They were suddenly expected to show initiative, plan and budget for the future, and act as leaders to improve schools. School leaders were also perplexed because they had not been given sufficient preparation or training to do the new job expected of them. The vital element that underpins this study is how professional development of SMTs enables them as change agents. SMTs play a vital role in the smooth running of schools. Therefore, it is imperative for SMTs to engage in professional development activities so that they can assist educators to deliver good quality education. SMTs interviewed regard professional development as a self initiated step towards honing personal skills and capacitation in accordance with their profession. Most schools are faced with a multiplicity of problems. Therefore, the following workshops/courses were recommended to can benefit SMTs namely, Conflict resolution, Human relations, School Management and Leadership, Labour Relations, Management of finances and resources and Classroom management. Another aspect is lack of parental involvement in the education of their children and this causes frustrations for teachers. The content of workshops needs to be relevant to the teachers' needs. The timing and duration of workshops is also a matter of concern because very often time allocated for workshops is not enough. Participants also raised the issue that there are still principals who are under qualified and this raises issues about their capability to iun schools professionally.
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Educational development as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
- Full Text:
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
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Creation of a culture of learning and teaching as an aspect of strategic leadership
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
The motivational value of personal leadership facilitation for the realisation of a person's potential.
- Authors: Papadopoulos, Irene
- Date: 2012-08-27
- Subjects: Educational leadership , Leadership - Case studies , Success - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:3167 , http://hdl.handle.net/10210/6583
- Description: M.Phil. , At some time in our lives, we all try to be the best we can be, to realise our full potential. This can be done by demonstrating personal and professional leadership. However, there are certain problems that could prevent a person from being the best he can be. According to Covey (1989:15-16) there are general problems that the majority of people experience: The realisation that he is focusing on things that aren't really his first priority in life eg. work instead of family which leads to the question: "Is it worth it?"; Not being able to stay focused on a specific goal -usually because it is not clear; A search for meaning or purpose in one's life - experiencing a deep sense of inner unhappiness or "personal emptiness"; Realising that something is wrong and knowing that it needs to be fixed "...but I don't know how". Canfield and Hansen (1994:9-17) are of the opinion that the following reasons might prevent a person from attaining his dreams: A defeatist attitude, self-doubt or the feeling that he is a loser. Believing that one is too sick to accomplish anything - languishing in his discomfort and/or, the fear of staying sick, or getting worse. F r (false evidence appearing real) of failure, success or anything else. The above-mentioned problems lead to the following research questions: (1) What is motivation and what inspires a person to implement a change in his life? (2) How can a person stay motivated enough to keep moving in the direction of his goal and also attain it? The research methods used in this essay were mainly, a comprehensive literature study and concept and word analyses. Motivation is the driving force that pushes a person towards or pulls him away from a certain situation (Andreas & Faulkner, 1997:55-60). Maslow was of the opinion that a person is motivated by needs and that once a need is fulfilled, the person will be motivated to attain the next need. In this study five motivational theories are discussed and summarised in the form of a "Generally Accepted Motivational Structure". According to these existing theories, it is clear that there are mainly four levels of needs that need to be fulfilled: Survival, Growth, Affiliation and Seff-transcendence. These needs also fulfill the more personal: Physical, Social, Mental and Spiritual need. When all these needs are balanced (Covey et al., 1995:48), a person will develop an inner synergy, his goals will become more clear and the "fire within" that drives him forward or motivates him to attain his goal(s) will be ignited. Knowing and understanding what motivates human beings, is a very good starting point for PPL facilitation, that should lead to the realisation of the person's potential. PPL facilitation is literally one person accompanying and helping another person to discover who he is, what his values are and what he wants out of life. PPL will also show him how to set up action plans to attain his goal(s), dream(s) or vision(s) because the attainment of a dream fills a person with a feeling of success and accomplishment. Keeping the "Generally Accepted Motivational Structure" in mind, the metaphor "Stepping Stones to Success" was developed. This process is a step-by step guide for PPL facilitators, that will help them to inspire clients to become more motivated and to want to make the necessary changes that will help them attain their goals. This process will also help the facilitator to show the client how to stay motivated until his goals are attained. Each one of these stepping stones are based on existing theories and exercises. Since one step leads to the next, a push-pull force is created which in turn acts as a driving force towards a person's personal set goal(s), dream(s) or vision(s). The ultimate goal of life, reaching self-transcendence, living for a purpose higher than the self or leaving an amazing and unforgettable legacy, is always kept in sight, for when it is attained, the person will have realised and reached his full potential. Thus the conclusion can be made that personal leadership facilitation has a motivational value for the realisation of a person's potential.
- Full Text:
- Authors: Papadopoulos, Irene
- Date: 2012-08-27
- Subjects: Educational leadership , Leadership - Case studies , Success - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:3167 , http://hdl.handle.net/10210/6583
- Description: M.Phil. , At some time in our lives, we all try to be the best we can be, to realise our full potential. This can be done by demonstrating personal and professional leadership. However, there are certain problems that could prevent a person from being the best he can be. According to Covey (1989:15-16) there are general problems that the majority of people experience: The realisation that he is focusing on things that aren't really his first priority in life eg. work instead of family which leads to the question: "Is it worth it?"; Not being able to stay focused on a specific goal -usually because it is not clear; A search for meaning or purpose in one's life - experiencing a deep sense of inner unhappiness or "personal emptiness"; Realising that something is wrong and knowing that it needs to be fixed "...but I don't know how". Canfield and Hansen (1994:9-17) are of the opinion that the following reasons might prevent a person from attaining his dreams: A defeatist attitude, self-doubt or the feeling that he is a loser. Believing that one is too sick to accomplish anything - languishing in his discomfort and/or, the fear of staying sick, or getting worse. F r (false evidence appearing real) of failure, success or anything else. The above-mentioned problems lead to the following research questions: (1) What is motivation and what inspires a person to implement a change in his life? (2) How can a person stay motivated enough to keep moving in the direction of his goal and also attain it? The research methods used in this essay were mainly, a comprehensive literature study and concept and word analyses. Motivation is the driving force that pushes a person towards or pulls him away from a certain situation (Andreas & Faulkner, 1997:55-60). Maslow was of the opinion that a person is motivated by needs and that once a need is fulfilled, the person will be motivated to attain the next need. In this study five motivational theories are discussed and summarised in the form of a "Generally Accepted Motivational Structure". According to these existing theories, it is clear that there are mainly four levels of needs that need to be fulfilled: Survival, Growth, Affiliation and Seff-transcendence. These needs also fulfill the more personal: Physical, Social, Mental and Spiritual need. When all these needs are balanced (Covey et al., 1995:48), a person will develop an inner synergy, his goals will become more clear and the "fire within" that drives him forward or motivates him to attain his goal(s) will be ignited. Knowing and understanding what motivates human beings, is a very good starting point for PPL facilitation, that should lead to the realisation of the person's potential. PPL facilitation is literally one person accompanying and helping another person to discover who he is, what his values are and what he wants out of life. PPL will also show him how to set up action plans to attain his goal(s), dream(s) or vision(s) because the attainment of a dream fills a person with a feeling of success and accomplishment. Keeping the "Generally Accepted Motivational Structure" in mind, the metaphor "Stepping Stones to Success" was developed. This process is a step-by step guide for PPL facilitators, that will help them to inspire clients to become more motivated and to want to make the necessary changes that will help them attain their goals. This process will also help the facilitator to show the client how to stay motivated until his goals are attained. Each one of these stepping stones are based on existing theories and exercises. Since one step leads to the next, a push-pull force is created which in turn acts as a driving force towards a person's personal set goal(s), dream(s) or vision(s). The ultimate goal of life, reaching self-transcendence, living for a purpose higher than the self or leaving an amazing and unforgettable legacy, is always kept in sight, for when it is attained, the person will have realised and reached his full potential. Thus the conclusion can be made that personal leadership facilitation has a motivational value for the realisation of a person's potential.
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The perceptions of teachers of the impact of school principal leaderships’ on school effectiveness in two schools in Namibia
- Authors: Shalyefu, Taloshili Taarah
- Date: 2012-06-07
- Subjects: School principals , Educational leadership , School management and organization , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:8658 , http://hdl.handle.net/10210/5013
- Description: M.Ed. , This study investigated the perceptions of teachers with regards to the leadership styles of the principals of two Namibian schools, and the impact of those styles on the effectiveness of the schools. This study reviewed some approaches such as situational and transformational theories that formed part of theoretical framework. This was done to provide the context and to understand what contributes to making school leaders more effective. The three common leadership styles, namely the authoritative style, the laissez-faire style, and the democratic style, were studied in order to establish the leadership style that dominates in these two schools situated in the northern part of Namibia. A total of fourteen teachers were purposively selected. Research data was obtained through semi-structured interviews, observations and document analysis. The information collected provided answers to the following four main research questions: (1) To what extend do school principals in Namibia recognise that no one leadership style is right or wrong? (2) How do teachers perceive the leadership style of their principals? (3) To what extent do teachers recognise that whatever approach the principal adopts will have consequences with regards to the effectiveness of their own practice? (4) Is there a relationship between the leadership style adopted by the school principals and school effectiveness? The data was analysed from the transcribed verbatim of interviews. Interview transcriptions were analysed by finding themes, patterns and categories that fell under the main four research questions. Triangulation was done in order to find out whether the information collected with interviews, observation and document analysis were collaborating or not. The main findings of this study are that the two principals that were investigated both leaned towards a more collaborative and democratic leadership style by involving teachers and other stakeholders in education, particularly parents. The other finding of this study was that the leadership strategies that school leaders employ and the way things are done in school has a direct influence on the teaching and learning process. The study recommends, among other things, that school principals should provide balanced leadership and spend significant time in direct supervision of instruction and staff development activities.
- Full Text:
- Authors: Shalyefu, Taloshili Taarah
- Date: 2012-06-07
- Subjects: School principals , Educational leadership , School management and organization , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:8658 , http://hdl.handle.net/10210/5013
- Description: M.Ed. , This study investigated the perceptions of teachers with regards to the leadership styles of the principals of two Namibian schools, and the impact of those styles on the effectiveness of the schools. This study reviewed some approaches such as situational and transformational theories that formed part of theoretical framework. This was done to provide the context and to understand what contributes to making school leaders more effective. The three common leadership styles, namely the authoritative style, the laissez-faire style, and the democratic style, were studied in order to establish the leadership style that dominates in these two schools situated in the northern part of Namibia. A total of fourteen teachers were purposively selected. Research data was obtained through semi-structured interviews, observations and document analysis. The information collected provided answers to the following four main research questions: (1) To what extend do school principals in Namibia recognise that no one leadership style is right or wrong? (2) How do teachers perceive the leadership style of their principals? (3) To what extent do teachers recognise that whatever approach the principal adopts will have consequences with regards to the effectiveness of their own practice? (4) Is there a relationship between the leadership style adopted by the school principals and school effectiveness? The data was analysed from the transcribed verbatim of interviews. Interview transcriptions were analysed by finding themes, patterns and categories that fell under the main four research questions. Triangulation was done in order to find out whether the information collected with interviews, observation and document analysis were collaborating or not. The main findings of this study are that the two principals that were investigated both leaned towards a more collaborative and democratic leadership style by involving teachers and other stakeholders in education, particularly parents. The other finding of this study was that the leadership strategies that school leaders employ and the way things are done in school has a direct influence on the teaching and learning process. The study recommends, among other things, that school principals should provide balanced leadership and spend significant time in direct supervision of instruction and staff development activities.
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A class act : impression management strategies employed by South African educators
- Authors: Samuel, Avinesh Norman
- Date: 2016
- Subjects: Psychology, Industrial , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/124649 , uj:20942
- Description: Abstract: Orientation: Impression management (IM) is a pervasive social phenomenon whereby people manage and control their behaviour when engaging with others, in order to have these others form a particular impression of them. Research purpose: The broad aim of this study was to contribute to the IM debate, by focusing on, shedding light into, and ultimately building new knowledge on IM strategies employed by secondary school educators in South Africa. Motivation for this study: IM has increasingly garnered the attention of industrial and organisational psychology scholars, owing to the fact that it is acknowledged as a common social phenomenon that extends to organisational settings. However, it was discovered that IM studies in the South African work context are minimal and insubstantial, especially studies that are context specific. Moreover, IM studies within the education profession are rare. This constituted the rationale and impetus for the investigation. Research design, approach and method: The interpretive-constructivist paradigm was employed in conducting this study following a qualitative survey approach. The research participants comprised of ten professionally registered and actively employed educators, teaching at English medium high schools in the Gauteng area. Data was collected by means of direct participant observation as well as semi-structured interviews. Thematic analysis was used to analyse the data. Main findings: Findings of this study revealed that impression management strategies and tactics were employed by the high school educators, during interactions with multiple targets to achieve diverse goals. Eleven IM strategies were uncovered and divided into two categories namely, four pre-existing IM strategies (ingratiation; exemplification; self-promotion and accounts) and seven novel IM strategies (continuous improvement; professionalism; adaptability; inspiration; classroom management; recognition and openness). Practical/Managerial Implications: This study has implications for South African secondary education organisations and professionals that want to improve high school educator productivity through understanding educators’ usage of impression management. Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics employed by secondary school educators within the unique South African school education context. , M.Com. (Industrial Psychology)
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- Authors: Samuel, Avinesh Norman
- Date: 2016
- Subjects: Psychology, Industrial , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/124649 , uj:20942
- Description: Abstract: Orientation: Impression management (IM) is a pervasive social phenomenon whereby people manage and control their behaviour when engaging with others, in order to have these others form a particular impression of them. Research purpose: The broad aim of this study was to contribute to the IM debate, by focusing on, shedding light into, and ultimately building new knowledge on IM strategies employed by secondary school educators in South Africa. Motivation for this study: IM has increasingly garnered the attention of industrial and organisational psychology scholars, owing to the fact that it is acknowledged as a common social phenomenon that extends to organisational settings. However, it was discovered that IM studies in the South African work context are minimal and insubstantial, especially studies that are context specific. Moreover, IM studies within the education profession are rare. This constituted the rationale and impetus for the investigation. Research design, approach and method: The interpretive-constructivist paradigm was employed in conducting this study following a qualitative survey approach. The research participants comprised of ten professionally registered and actively employed educators, teaching at English medium high schools in the Gauteng area. Data was collected by means of direct participant observation as well as semi-structured interviews. Thematic analysis was used to analyse the data. Main findings: Findings of this study revealed that impression management strategies and tactics were employed by the high school educators, during interactions with multiple targets to achieve diverse goals. Eleven IM strategies were uncovered and divided into two categories namely, four pre-existing IM strategies (ingratiation; exemplification; self-promotion and accounts) and seven novel IM strategies (continuous improvement; professionalism; adaptability; inspiration; classroom management; recognition and openness). Practical/Managerial Implications: This study has implications for South African secondary education organisations and professionals that want to improve high school educator productivity through understanding educators’ usage of impression management. Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics employed by secondary school educators within the unique South African school education context. , M.Com. (Industrial Psychology)
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Continuing professional development for principals: a South African perspective
- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
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- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
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Principals’ experiences and expectations of the role of the institutional development and support official (IDSO) in supporting Gauteng schools
- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
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- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
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The effects of strategic planning in township schools
- Authors: Moyaha, N. N.
- Date: 2012-06-06
- Subjects: Educational leadership , Strategic planning , School management and organization , Township schools
- Type: Mini-Dissertation
- Identifier: uj:2477 , http://hdl.handle.net/10210/4932
- Description: M.Comm. , Since the inception of strategic planning, the different schools of thought, scholars, management practitioners and other disciplines have over-emphasised the importance of strategic planning in the world of work. Much emphasis was directed at the business world, ignoring the field of education. Lemmer (1994:225) evidently re-affirms that although there is a wealth of literature in this field, much of the research has been conducted in educational change, and little has been done in strategic planning and the management of change in schools. In consistency with Lemmer (1994: 225), Bush (2004:125) asserts that much of the focus on strategic planning was on profit-making business. The need for strategic planning in the education institutions has been intensified because of the severe resource constraints and increased expectations for accountability from external constituents such as state, provincial and national government. Welsch et al. (2006:45) re-affirm that strategic planning has become more important as colleges and universities attempt to navigate difficulties in confusing economic political and policy environments. It was also discovered that research and commentary on planning in higher education contains a handful of themes that consistently emerge in discussion about the difficulties in articulating and implementing institutional strategy. If strategic planning is properly implemented, evaluated and controlled, schools and higher education institutions will be able to align their resources with structure, strategies, human resources and other activities to ensure effective utilisation of resources that will maximise their performances and academic results. The outlined notion is confirmed by Welsh et al. (2006:115) who postulate that large organisations, including colleges and universities, need sophisticated planning processes to optimise the attainment of organisational goals. Finally, Ehlers and Luzenberg(2005:35) cited the successes of the two wealthiest non-profit organisation, namely the Roman Catholic Churches and Harvard Business School who in the world built their success and growth on strategic management. It should be noted that although the study focuses on strategic planning, it does not mean to suggest that other potential factors that cause failure in schools are ignored. Most of our learners, parents and communities are still living on hope that Education Institutions are having the abilities and capabilities of overcoming most of the challenges in future. The outlined notion above attempts to map-out the core of the study. This study acknowledges the strategic planning as a concept is difficult to quantify, and even more difficult to implement in today’s business environment. Investigation in-depth and with meticulous attention to detail will add value to the study.
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- Authors: Moyaha, N. N.
- Date: 2012-06-06
- Subjects: Educational leadership , Strategic planning , School management and organization , Township schools
- Type: Mini-Dissertation
- Identifier: uj:2477 , http://hdl.handle.net/10210/4932
- Description: M.Comm. , Since the inception of strategic planning, the different schools of thought, scholars, management practitioners and other disciplines have over-emphasised the importance of strategic planning in the world of work. Much emphasis was directed at the business world, ignoring the field of education. Lemmer (1994:225) evidently re-affirms that although there is a wealth of literature in this field, much of the research has been conducted in educational change, and little has been done in strategic planning and the management of change in schools. In consistency with Lemmer (1994: 225), Bush (2004:125) asserts that much of the focus on strategic planning was on profit-making business. The need for strategic planning in the education institutions has been intensified because of the severe resource constraints and increased expectations for accountability from external constituents such as state, provincial and national government. Welsch et al. (2006:45) re-affirm that strategic planning has become more important as colleges and universities attempt to navigate difficulties in confusing economic political and policy environments. It was also discovered that research and commentary on planning in higher education contains a handful of themes that consistently emerge in discussion about the difficulties in articulating and implementing institutional strategy. If strategic planning is properly implemented, evaluated and controlled, schools and higher education institutions will be able to align their resources with structure, strategies, human resources and other activities to ensure effective utilisation of resources that will maximise their performances and academic results. The outlined notion is confirmed by Welsh et al. (2006:115) who postulate that large organisations, including colleges and universities, need sophisticated planning processes to optimise the attainment of organisational goals. Finally, Ehlers and Luzenberg(2005:35) cited the successes of the two wealthiest non-profit organisation, namely the Roman Catholic Churches and Harvard Business School who in the world built their success and growth on strategic management. It should be noted that although the study focuses on strategic planning, it does not mean to suggest that other potential factors that cause failure in schools are ignored. Most of our learners, parents and communities are still living on hope that Education Institutions are having the abilities and capabilities of overcoming most of the challenges in future. The outlined notion above attempts to map-out the core of the study. This study acknowledges the strategic planning as a concept is difficult to quantify, and even more difficult to implement in today’s business environment. Investigation in-depth and with meticulous attention to detail will add value to the study.
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The principal as instructional leader in the facilitation of curriculum changes : implications for the provision of quality education
- Authors: Govindasamy, Vanitha
- Date: 2018
- Subjects: School principals , Curriculum change , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401999 , uj:33622
- Description: Abstract : Change is an on-going process which is deemed necessary and is a significant part of educational practice. Principals are therefore required as instructional leaders to be the driving force in ensuring that change, more especially curriculum changes are successfully facilitated. In the process of facilitating curriculum changes, the principal as the instructional leader is responsible for the provision and management of different curriculum activities associated with strategies, programmes and planning. The South African education system, like some other countries across the world has gone through several curriculum changes over the last two decades and principals now more than ever are expected to play a crucial role in the management of curriculum change programmes along with the overall provision of quality education. It thus becomes imperative for school principals to give prominence to their role as instructional leaders by emphasising best curriculum practices and staying focused on the development and maintenance of quality education. Despite this essential role of principals as instructional leaders, research is limited on how principals understand their role and how these understandings in turn impact on the effective facilitation of curriculum changes. The aim of this study was to research this gap and directly explore how principals perceive and carry out their role as instructional leaders in facilitating curriculum changes. Furthermore, in South Africa, based on numerous reports highlighting poor learner performance in schools, we question whether or not principals are equipped with the necessary instructional leadership skills and expertise required to lead and facilitate curriculum changes in schools. The study was informed by literature related to a theoretical frame of reference on instructional leadership, the features of instructional leadership that impact on the role of the principal in facilitating curriculum changes and selected models of instructional leadership... , Ph.D. (Educational Leadership and Management)
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- Authors: Govindasamy, Vanitha
- Date: 2018
- Subjects: School principals , Curriculum change , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401999 , uj:33622
- Description: Abstract : Change is an on-going process which is deemed necessary and is a significant part of educational practice. Principals are therefore required as instructional leaders to be the driving force in ensuring that change, more especially curriculum changes are successfully facilitated. In the process of facilitating curriculum changes, the principal as the instructional leader is responsible for the provision and management of different curriculum activities associated with strategies, programmes and planning. The South African education system, like some other countries across the world has gone through several curriculum changes over the last two decades and principals now more than ever are expected to play a crucial role in the management of curriculum change programmes along with the overall provision of quality education. It thus becomes imperative for school principals to give prominence to their role as instructional leaders by emphasising best curriculum practices and staying focused on the development and maintenance of quality education. Despite this essential role of principals as instructional leaders, research is limited on how principals understand their role and how these understandings in turn impact on the effective facilitation of curriculum changes. The aim of this study was to research this gap and directly explore how principals perceive and carry out their role as instructional leaders in facilitating curriculum changes. Furthermore, in South Africa, based on numerous reports highlighting poor learner performance in schools, we question whether or not principals are equipped with the necessary instructional leadership skills and expertise required to lead and facilitate curriculum changes in schools. The study was informed by literature related to a theoretical frame of reference on instructional leadership, the features of instructional leadership that impact on the role of the principal in facilitating curriculum changes and selected models of instructional leadership... , Ph.D. (Educational Leadership and Management)
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Professional learning communities as a strategy for advancing teacher leadership
- Authors: Ebrahim, Sumayah
- Date: 2018
- Subjects: Educational leadership , Teacher effectiveness , Teachers - Professional relationships , Professional learning communities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401983 , uj:33620
- Description: Abstract : , M.Ed. (Educational Leadership and Management)
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- Authors: Ebrahim, Sumayah
- Date: 2018
- Subjects: Educational leadership , Teacher effectiveness , Teachers - Professional relationships , Professional learning communities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401983 , uj:33620
- Description: Abstract : , M.Ed. (Educational Leadership and Management)
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The influence of higher education ranking systems : an institutional leadership perspective
- Authors: Loock, Petrus Johannes
- Date: 2019
- Subjects: Educational leadership , Universities and colleges - Ratings and rankings
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/402050 , uj:33629
- Description: Abstract : Competition between universities has intensified with the rise and expansion of Higher Education Ranking Systems (HERS). Many researchers agree that the HERS, and the publication of annual rankings, has influenced all participating institutions to some extent (Espeland & Sauder, 2015; Hazelkorn & Ryan, 2013; Rauvargers, 2013). This study was designed to investigate these influences as perceived by institutional leaders. The objectives of the study were to identify the various influences HERS exert on universities, and compares the extent to which institutional leaders from South Africa, South East Asia, Australia and the Arab Gulf experience these influences. The literature review includes discussions on the flow of international higher education, global phenomena like internationalisation, marketisation and an increased demand for higher education, and how these contributed to the development of HERS. The literature review contains an in-depth analysis of the big-three rankings (QS WUR, THE WUR and the Shanghai Ranking ARWU), and a discussion on the economic, cultural and political push and pull of the global knowledge economy. To identify and compare the influences of HERS on universities, the researcher employed a sequential mixed method study design, opting to conduct a qualitative exploration prior to a quantitative examination. The qualitative phase involved interviews with 25 institutional leaders to identify the numerous ranking-related influences on universities. The researcher employed two cycles of emergent coding to uncover the themes and categories within the interviews. In the second phase of the study, the themes and categories informed the development of a 65-item questionnaire to test the emergent aspects on a wider audience (86 international respondents). The questionnaire results confirmed the majority of the items underpinning the themes and categories. The third phase employs a mixture of quantitative and qualitative information to compare experiences from institutional leaders in South Africa, Arabian Gulf, Australia and South East Asia. The outcomes were presented in four exemplar case studies, featuring the results of nonparametric statistical analyses (Kruskal Wallis and Dunn Bonferonni), regional-specific comments and contextual literature... , Ph.D. (Education Leadership and Management)
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- Authors: Loock, Petrus Johannes
- Date: 2019
- Subjects: Educational leadership , Universities and colleges - Ratings and rankings
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/402050 , uj:33629
- Description: Abstract : Competition between universities has intensified with the rise and expansion of Higher Education Ranking Systems (HERS). Many researchers agree that the HERS, and the publication of annual rankings, has influenced all participating institutions to some extent (Espeland & Sauder, 2015; Hazelkorn & Ryan, 2013; Rauvargers, 2013). This study was designed to investigate these influences as perceived by institutional leaders. The objectives of the study were to identify the various influences HERS exert on universities, and compares the extent to which institutional leaders from South Africa, South East Asia, Australia and the Arab Gulf experience these influences. The literature review includes discussions on the flow of international higher education, global phenomena like internationalisation, marketisation and an increased demand for higher education, and how these contributed to the development of HERS. The literature review contains an in-depth analysis of the big-three rankings (QS WUR, THE WUR and the Shanghai Ranking ARWU), and a discussion on the economic, cultural and political push and pull of the global knowledge economy. To identify and compare the influences of HERS on universities, the researcher employed a sequential mixed method study design, opting to conduct a qualitative exploration prior to a quantitative examination. The qualitative phase involved interviews with 25 institutional leaders to identify the numerous ranking-related influences on universities. The researcher employed two cycles of emergent coding to uncover the themes and categories within the interviews. In the second phase of the study, the themes and categories informed the development of a 65-item questionnaire to test the emergent aspects on a wider audience (86 international respondents). The questionnaire results confirmed the majority of the items underpinning the themes and categories. The third phase employs a mixture of quantitative and qualitative information to compare experiences from institutional leaders in South Africa, Arabian Gulf, Australia and South East Asia. The outcomes were presented in four exemplar case studies, featuring the results of nonparametric statistical analyses (Kruskal Wallis and Dunn Bonferonni), regional-specific comments and contextual literature... , Ph.D. (Education Leadership and Management)
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